مقایسه اثربخشی آموزش مدیریت رفتاری مادران و آموزش شناختی-رفتاری با و بدون حضور دختران بر جو عاطفی خانواده

محورهای موضوعی : تکتونواستراتیگرافی

زهرا حقی ¹ (دانشگاه الزهرا)
سیمین حسینیان ² (دانشگاه الزهرا)
رویا رسولی ³ (دانشگاه الزهرا)

تاریخ دریافت : 1398/08/18 تاریخ پذیرش : 1400/02/19 تاریخ انتشار : 1399/11/01

کلید واژه: جو عاطفی خانواده, آموزش شناختی-رفتاری, آموزش مدیریت رفتاری والدین,

چکیده مقاله :

مقدمه و هدف: در دهه­های اخیر روشهای درمانی مختلفی برای بهبود جو عاطفی بکار گرفته شده است و هدف از پژوهش حاضر بررسی دو شیوه­ی آموزش مدیریت رفتاری مادران و آموزش شناختی-رفتاری با و بدون حضور دختران بر جو عاطفی خانواده بود.
مواد و روش­ها: این تحقیق به شیوه­ی آزمایشی و با طرح پیش آزمون، پس آزمون و پیگیری با گروه کنـترل اجرا  گردیده است. جامعه آماری شامل کلیه دختران 15تا13سالة مدرسه زینبیه واقع در شهرستان شهریار بود. با اجرای آزمون بر روی 600 دانش­آموزان مدرسه 120 دانش­آموز با جوعاطفی پایین یافت شد که 45 نفر به صورت تصادفی انتخاب گردیده و در دوگروه آزمایشی و یک گروه کنترل به‌صورت تصادفی جایگزین شدند. گروه آموزشی اول مدیریت رفتاری مادران و آموزش گـروهی شناختی-رفتاری دختران را دریافت  کردند و گروه آموزشی دوم مدیریت رفتاری مادران را دریافت کردند. گروه کنترل نیز هیج آموزشی را دریافت نکرد و در لیست انتظار قرار گرفتند.  ابزار جمع­آوری داده‌ها پرسشنامه جو عاطفی خانواده هیل برن( 1964) بود که  داده­ها باروش تحلیل واریانس اندازه­گیری مکرر مورد تجزیه و تحلیل قرار گرفت.
یافته­ ها: نتایج نشان داد که آموزش مدیریت رفتاری مادران و آموزش گروهی شناختی-رفتاری توأم باهم موجب بهبود جو عاطفی خانواده ‌شد. این نتایج در پیگیری­ها نیز به اثبات رسید.
بحث و نتیجه­گیری: به نظر می­رسد، آموزش مدیریت رفتاری مادران و آموزش شناختی-رفتاری دختران با هم به‌عنوان  یک مداخله مؤثر برای بهبود جو عاطفی خانواده پیشنهاد می‌شود.
 

چکیده انگلیسی:

Introduction:In recent decades, different methods have been used for improving family emotional conditions. The purpose of the current study is assessing both methods of mothers' behavioral management training and cognitive-behavioral training with and without the presence of girls in family emotional conditions.
Materials and Methods:This research has performed by pre-test, post-test, and follow-up with the control group, experimentally. The statistical population consists of girls from 13 to 15 years old in Zeynabiyeh school in Shahriar. Our assessment has been done on 600 students. Then 45 students were selected randomly among 120 students with weak family emotional Conditions, then, randomly replaced them in two experimental groups and one control group. The first training group received mothers' behavioral management and girls' cognitive-behavioral group training and the second training group received mothers' behavioral management training. The control group also did not receive any training and was placed on a waiting list. The data collection tool was the Hillburn Family Emotional Questionnaire (1964) in which data has been investigated using repeated measure MANOVA (Multivariate Analysis of Variance).
Findings:The results indicate that mothers' behavioral management training and cognitive-behavioral group therapy of girls led to enhance the family emotional Conditions. However, mothers’ behavior management training alone could not increase family emotional Conditions. These outcomes were also acknowledged in the follow-ups.
Conclusion:It seems that both mothers’ behavioral management training and cognitive behavior group therapy can be an effective intervention to increase family emotional Conditions.

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